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While he was still chewing away¹ the first dwarf came back and announced that the sledge was ready. The White Witch rose and went out, ordering² Edmund to go with her. The snow was again falling as they came into the courtyard, but she took no notice of that and made Edmund sit beside her on the sledge. But before they drove off she called Maugrim and he came bounding³ like an enormous dog to the side of the sledge.“Take with you the swiftest⁴ of your wolves and go at once to the house of the Beavers,” said the Witch, “and kill whatever you find there. If they are already gone, then make all speed⁵ to the Stone Table, but do not be seen. Wait for me there in hiding⁶. I meanwhile must go many miles to the West before I find a place where I can drive across the river. You may overtake⁷ these humans before they reach the Stone Table. You will know what to do if you find them!”

“I hear and obey, O Queen,” growled the Wolf, and immediately he shot away⁸ into the snow and darkness, as quickly as a horse can gallop. In a few minutes he had called another wolf and was with him down on the dam and sniffing at⁹ the Beavers’ house. But of course they found it empty.

It would have been a dreadful thing for the Beavers and the children if the night had remained fine, for the wolves would then have been able to follow their trail¹⁰ —and ten to one¹¹ would have overtaken them before they had got to the cave. But now that the snow had begun again the scent¹² was cold and even the footprints were covered up.

Glosses

¹ chewing away → continuing to chew
² ordering → telling someone firmly to do something
³ bounding → jumping/running with large energetic movements
⁴ swiftest → fastest
⁵ make all speed → go as quickly as possible
⁶ in hiding → secretly, where you cannot be seen
⁷ overtake → catch up with someone
⁸ shot away → suddenly moved away very quickly
⁹ sniffing at → smelling something by breathing in through the nose
¹⁰ follow their trail → follow the signs/path left behind by someone
¹¹ ten to one → very likely; there was a strong chance
¹² scent → a smell that an animal can follow

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Throughout history, witches have been portrayed as mysterious and powerful figures. In some cultures, they were believed to have magical abilities and were respected for their knowledge of nature and healing. However, during certain periods, especially in medieval Europe, many people feared witches and accused them of causing harm. This fear led to witch hunts, where individuals were often punished without clear evidence. Today, witches are often seen as fictional characters in stories, symbolizing either wisdom or danger.

Glosses:

throughout history = during all periods of history

portrayed = described or shown in a particular way

mysterious = difficult to understand or explain

powerful = having great strength or influence

figures = important people or characters

cultures = ways of life of different groups of people

believed = thought to be true

magical abilities = special powers that seem impossible

respected = admired or valued

healing = making someone healthy again

however = but / on the other hand

feared = felt afraid of

accused = said someone did something wrong

causing harm = making damage or injury

witch hunts = searches for people believed to be witches

punished = given a penalty for something wrong

evidence = proof

fictional characters = not real people, from stories

symbolizing = representing an idea

wisdom = knowledge and good judgment

danger = something that can cause harm

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I used comments to gloss terms that are unlikely to be introduced in a second language textbook; these terms are used to embellish a speech but are uncommon in daily conversation

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Words I'd put in the glossary:

Accomodation

Rental department

Vacancy

I decided on these words, because pupils didn't have to learn these in any previous chapters.

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Lerato woke up early because she had an important meeting at work. She felt nervous as she walked to the taxi rank, worried that she might be late. The taxi was crowded, and people were talking loudly, but Lerato stayed focused on her phone, checking the time again and again.

When she finally arrived at the office, she felt relieved that she was not too late. Her manager was already there, preparing the documents for the meeting. Lerato took a deep breath and reminded herself that this opportunity could help her improve her career.

Glosses

important – very necessary or serious

nervous – feeling worried or scared

late – arriving after the correct time

crowded – full of many people

focused – paying attention to only one thing

relieved – happy because something bad did not happen

preparing – getting something ready

improve – to make something better

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Lerato woke up early because she had an important meeting at work. She felt nervous as she walked to the taxi rank, worried that she might be late. The taxi was crowded, and people were talking loudly, but Lerato stayed focused on her phone, checking the time again and again.

When she finally arrived at the office, she felt relieved that she was not too late. Her manager was already there, preparing the documents for the meeting. Lerato took a deep breath and reminded herself that this opportunity could help her improve her career.

Glosses

important – very necessary or serious

nervous – feeling worried or scared

late – arriving after the correct time

crowded – full of many people

focused – paying attention to only one thing

relieved – happy because something bad did not happen

preparing – getting something ready

improve – to make something better

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Many people are concerned about climate change. It affects weather, animals, and human life. One way to help is by reducing carbon emissions (amount of CO₂ released) and using renewable energy (wind, solar, water energy)I glossed key terms that may be unfamiliar to help students understand the text while reading.

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Many people are concerned about climate change. It affects weather, animals, and human life. One way to help is by reducing carbon emissions (amount of CO₂ released) and using renewable energy (wind, solar, water energy)I glossed key terms that may be unfamiliar to help students understand the text while reading.

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Glossed Text (excerpt from an article on “Climate Change: A Global Challenge” — abridged) 

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Glossed Text (excerpt from an article on “Climate Change: A Global Challenge” — abridged) 

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Climate change poses a substantial predicament that impacts the entire globe. It arises when the Earth’s temperature and weather patterns undergo long-term modifications due to human activities. The ensuing discourse is tailored for intermediate learners, seeking to enhance their comprehension of climate change.

What triggers climate change? Climate change primarily stems from the excessive emission of greenhouse gases into the atmosphere. This occurs through the combustion of fossil fuels for energy, deforestation, and certain industrial practices. Greenhouse gases such as carbon dioxide (CO₂), methane (CH₄), and nitrous oxide (N₂O) ensnare heat within the air, leading to a warmer Earth.

Glosses (in‑line side definitions):

predicament → difficult or dangerous situation

undergo → experience; go through

discourse → formal discussion or writing about a topic

greenhouse gases → gases that trap heat in Earth’s atmosphere

combustion → burning

ensnare → catch and hold

Brief explanation (for the digital pinboard):

I chose this text because it is relevant and interesting to learners (climate change is a global, meaningful topic). I glossed words that are essential for understanding the main ideas but that might be unfamiliar or abstract (predicament, discourse, ensnare, etc.). I used short, simple definitions so that students can grasp meaning quickly without interrupting reading flow.

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Short Text (Year 4–6 Level):

“Maya woke up early because she wanted to explore the old forest near her house. She packed a small backpack with water and a map. As she walked along the narrow path, she heard the rustling of leaves and saw a glimpse of a red fox before it disappeared.”

explore – to go and look around a new place

backpack – a bag you carry on your back

map – a picture that shows where places are

path – a small road in nature

rustling – a soft, dry sound made by leaves

glimpse – a quick look at something

I chose to gloss words that I expect learners to struggle with — either because they are low-frequency (rustling, glimpse), slightly more academic (explore), or concrete but sometimes unfamiliar depending on background knowledge (backpack, path, map). I used simple L2 definitions because they support comprehension without switching to L1, and they help students build English-to-English vocabulary processing skills.

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By Eduardo Luna L.

Convert the verbs into the past simple, then listen to the song to check.

Abandon – to leave something or someone behind, often permanently or suddenly.

Catch – to grab or seize something, typically with the hand.

Have – to be in possession of something; to own or hold.

Leave – to depart from a place or person; to go away.

opt – to choose or decide in favor of something.

say – to speak words aloud or express verbally.

stop – to cease movement, action, or progress.

be – to exist, occur, or have a particular identity or condition.

die – to cease living; to stop functioning permanently.

let – to allow or permit something to happen.

pull – to exert force to draw something toward oneself.

see – to perceive with the eyes; to observe.

swear – to make a solemn promise or use offensive language.

carry – to hold and transport something from one place to another.

found – to establish or set up something (e.g., an organization or city).

know – to be aware of or have information about something.

love – to feel deep affection or strong emotional attachment.

sacrifice – to

keep – to retain possession or continue holding something.

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Glossed Text (with simple notes for learners) for Shel Silverstein’s poem “Listen to the Mustn’ts” - Ella B. 

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Glossed Text (with simple notes for learners) for Shel Silverstein’s poem “Listen to the Mustn’ts” - Ella B. 

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Listen (pay attention) to the mustn’ts (things you must not do), child.
Listen to the shouldn’ts (things people say you should not do),
the impossibles (things people say cannot happen),
the won’ts (things people refuse to do or say will not happen).

Listen to the never haves (things that have never happened),
then listen close to me…

Anything can happen (take place), child.
Anything can be (exist / become real).

— Shel Silverstein

Why I chose these glosses

I glossed contractions (mustn’t, shouldn’t, won’t) since learners often find them confusing.

I glossed abstract nouns (impossibles, never haves) because they are unusual word forms in poetry.

I used simple L2 definitions (not translations) to keep the task in English, but clear.

The focus is on both comprehension and noticing form, making it a mix of vocabulary support + meaning focus.

✨ This text also opens the door to a post-reading task: asking students to share examples of things people told them were “impossible” but they think can happen.

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Glossed Activity: English Education in Colombia

Reading Text (with glosses)

English education in Colombia is a significant but complex part of the national system, driven by a desire for global integration and increased educational mobility for students. The country has implemented national bilingualism programs, such as the one launched in 2004, to promote English proficiency, though these policies are frequently revised.

Despite efforts, challenges persist, including varying teacher proficiency, ensuring access for students in remote areas, and an overemphasis on English that can overshadow other languages. To address these issues, initiatives focus on teacher training and adapting curricula to local contexts, while institutions like the British Council Colombia offer courses for all ages and business needs, supporting both individual learning and broader professional development.

Glossary

Significant = important, meaningful.

Complex = complicated, with many parts.

Integration = joining or becoming part of something larger.

Mobility = the ability to move or have more opportunities (e.g., study or work abroad).

Bilingualism programs = government plans to teach people two languages.

Proficiency = a high level of skill or ability in a language.

Revised = changed or updated.

Remote = far away, distant.

Overemphasis = giving too much importance to something.

Curricula = the content and subjects taught in schools.

Follow-up Questions

1. What is one reason why English education is considered significant in Colombia?

2. What are some of the challenges mentioned in the text?

3. Why might an overemphasis on English be a problem?

4. How are institutions like the British Council Colombia helping?

5. In your opinion, should Colombia focus only on English or also promote other languages? Why?

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Glossed Text (Grade 2 – Simple Past Tense)

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Glossed Text (Grade 2 – Simple Past Tense)

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"Last summer, Lina visited her grandmother in the countryside. She played in the garden, picked fresh apples, and helped cook dinner. In the evening, they watched the sunset together."

Glosses:

countryside (noun) – an area outside towns and cities, with fields, farms, and nature. (picture gloss)

picked (verb, past of “pick”) – to take something from a tree or plant with your hand. (word + picture gloss)

sunset (noun) – the time when the sun goes down in the evening. (picture gloss)

Explanation of Glossing Choices
I selected words that might be unfamiliar to lower-level learners but are key for understanding the text. I avoided glossing very common words (like “garden” or “dinner”) to encourage learners to use context clues. I used picture glosses for concrete nouns to aid visual memory, and simple word glosses with definitions for verbs and less visual concepts. This way, the glosses are both accessible and supportive without interrupting the reading flow.

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I choose this text as a simple practise. It can be used with advanced learners about the topic home to intrigue students to discussion.

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Glossed Text: An Opinion Essay (from Mindset Foundation)

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Glossed Text: An Opinion Essay (from Mindset Foundation)

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I use this activity with A2–B1 (Pre-intermediate level students. First, different colors to attract the learners visually. I can also use the picture of a market as well to create the connection with the reading text. Most importantly I present the glossary with synonyms and explanations but by asking students to fill the gap they interact with the text and most attention remains on comprehension of the reading and less on the words as isolated linguistic items.

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Filling the gaps with the glossed words in a reading text

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Many people believe that success comes only from talent, but in reality, it often comes from perseverance and hard work. When we face challenges, it is easy to give up. However, those who continue to try, even after failing, often achieve more in the long run. Success is not just about natural ability, but also about effort, patience, and determination.

Word/Phrase                                               Gloss (Definition/Explanation)

perseverance- continued effort to do or achieve something despite difficulties or failure

challenges- difficult tasks or problems that require effort to overcome

give up- stop trying; quit

natural ability- talent or skill someone is born with

determination-the strong desire to continue trying even when it is hard

in the long run-over a long period of time; eventually

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I chose to gloss Open Sesame, cave, and amazed because they are key to understanding the story and may be unfamiliar to students. I used simple, student-friendly definitions that provide context without overwhelming them. These glosses support vocabulary development while helping learners follow the events and meaning of the text.

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Short Text:

Many people waste water without realizing it. Simple changes like turning off the tap (faucet) while brushing your teeth, or fixing a leaking pipe (tube that carries water), can save a lot of water. Another way is to collect rainwater (water that falls from the sky) and use it to water plants or clean outdoor areas. By using water wisely (carefully, without wasting), we help protect the environment.

Glossed Words and Phrases:

Tap – (faucet)

Leaking pipe – (tube that carries water)

Rainwater – (water that falls from the sky)

Wisely – (carefully, without wasting)

I chose to gloss words that are either unfamiliar to learners or used in less common ways. These include environmental or household-related terms like tap and leaking pipe, which students may not encounter regularly in English. I used simple, in-text glosses in parentheses to support quick understanding without interrupting the flow of reading. These glosses help students focus on meaning and improve vocabulary in context while keeping the reading task accessible and engaging.

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I chose these words to gloss because some words are long and pragmatic such as revolutionary and resistance; menaced is not common; and 'bad faith' and 'go for broke' are idiomatic expressions

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I decided to gloss the words that I thought might be new or difficult for my students, especially those that are important for understanding the main idea of the text. The glosses I used are short, simple meanings of the words, placed in parentheses right after the vocabulary. This helps students follow the reading more easily without needing to stop and check a dictionary.

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📑 Glossed Version (Footnote-style):

The Benefits of Reading

Reading regularly can significantly improve your vocabulary¹ and comprehension² skills. It also helps you develop empathy³ by exposing you to different perspectives and life experiences. Moreover, reading reduces stress⁴ and enhances focus⁵, making it an excellent habit for both personal growth and academic success.

📝 Glosses:

1. Vocabulary – the words you know and use

2. Comprehension – the ability to understand what you read or hear

3. Empathy – the ability to understand and share other people’s feelings

4. Stress – mental or emotional pressure

5. Focus – the ability to concentrate or pay attention

🔍 Why These Items Were Glossed:

1. Selection Criteria:

I chose to gloss abstract nouns commonly used in academic or self-improvement contexts.

These words are essential to the core message of the text.

Even though they might be somewhat familiar to B2 learners, they are still worth reinforcing because they often appear in exam texts or academic reading.

2. Type of Glosses:

I used footnote-style glosses for a cleaner main text.

Definitions are concise, in simple English, avoiding further complex words.

No grammar explanations—just quick-access meanings to support fluency.

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Tommy is a little puppy (L1: cachorro / L2: a young dog / Ex: The puppy slept in a basket.).
He loves to bark (L1: ladrar / L2: to make a loud sound / Ex: The dog barked at the cat.) when he sees new people.
He also likes to chase (L1: perseguir / L2: to run after / Ex: Tommy chased the ball.) balls in the park.
Every morning, Tommy goes for a walk (L1: paseo / L2: a short trip on foot / Ex: We take the dog for a walk.) with his owner.

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I chose three words/expressions to gloss as they may be somewhat challenging to the grade they are meant for.

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I've selected an NHTSA article and added glosses (translations + synonyms) for key terms to support comprehension and incidental language learning:

Glossed Article: "The Rules of the Road"

Always buckle up (לחגור חגורות; fasten seatbelts) — it’s illegal to drive without a seatbelt.
No distractions (הסחות דעת; interruptions) — avoid texting or using your cell phone while driving.
Limit extra passengers (לצמצם נוסעים נוספים; reduce riders) — fewer distractions in the car.
No speeding (לא לנהוג במהירות; avoid driving too fast) — obey posted speed limits.
No drinking and no drugs (לא לשתות ולקחת סמים; avoid substances) — impaired driving is dangerous and illegal.
No drowsy driving (לא לנהוג עייפים; avoid sleepy driving) — always get enough rest.
Focus on what the rules mean to you and how they help you stay safe (להישאר בטוח; protect yourself) on the road.

Glossing Rationale & Approach

1. Key terms targeted: buckle up, distractions, limit extra passengers, speeding, drinking and drugs, drowsy driving, stay safe.

2. Each term includes a Hebrew translation and English synonym, reinforcing both linguistic understanding and usage.

3. Bolding and margin style glossing mimic textual input enhancement, allowing my students to focus on meaning with incidental language support which is ideal for bottom-up processing and TBLT.

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Parents: Talk to Your Teen Driver About Safe Driving | NHTSA

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Traffic crashes are a leading cause of death for teens 15 to 18 years old. In 2023, 822 teen drivers died in crashes, and a total of 2,611 teen drivers were involved in crashes where someone died.

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glossed exercise: sleep in older adults 

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glossed exercise: sleep in older adults 

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Choose to explain REM and deep sleep because we would b using those terms in discussion.

FREQUENTLY. Chose because in past lessons, students searched for an appropriate word. I suggested frequently, and I wanted it to become part of their long term memory.

PATTERN. I chose because it has many uses. I wanted the students to see it as a verb and noun.

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Sharing a glossed text

Glossed Text: "A Day in the Life of a Teenager"
Short excerpt: "Every morning, Sarah rushes to get ready for school. She usually grabs a quick breakfast and heads out the door. On the bus, she listens to music to calm her nerves before a big test."

Glosses (marginal explanations): rushes – (verb) moves quickly because she is late.
grabs – (verb) takes something quickly.
heads out – (phrasal verb) leaves the house.
calm her nerves – (expression) reduce stress or anxiety.
Rationale for Glossing:
I selected these items to gloss because they include phrasal verbs and idiomatic expressions that learners at the intermediate level may not know. I used English definitions that are simple and clear to support understanding while still exposing students to authentic English. This type of glossing helps students build vocabulary in context without interrupting the reading flow.

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I chose these words for the students to aid students understand the text further. I chose this text for students who are in the junior highschool, or senior highschool students who have been learning English for several years. The words are more difficult but they can use the glossed text to help them. 

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I chose these words for the students to aid students understand the text further. I chose this text for students who are in the junior highschool, or senior highschool students who have been learning English for several years. The words are more difficult but they can use the glossed text to help them. 

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Sources:https://dictionary.cambridge.org/

https://theconversation.com/being-bullied-in-high-school-can-make-teens-less-optimistic-about-the-future-237928

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Text:
Sarah is an early riser who adheres to a strict morning routine. By 6:30, she’s already out of bed and heading for a brisk shower. She opts for a nutritious breakfast, typically consisting of oatmeal and fresh fruit, before commuting to the office. During her commute, she immerses herself in thought-provoking podcasts that explore psychology and human behavior.

✏️ Glosses

(Glosses are provided as footnotes or sidebar explanations — ideal for a digital format like Padlet)

1. early riser – a person who gets up early in the morning

2. adheres to – follows strictly or consistently

3. brisk – quick and energetic

4. opts for – chooses

5. commuting – travelling regularly between home and work

6. immerses herself in – becomes deeply involved or absorbed in

7. thought-provoking – stimulating deep thinking or reflection

📌 Methodological Explanation (For Padlet)

I selected this B2-level text because it introduces more nuanced vocabulary and collocations, relevant to everyday life and media consumption. Glosses were chosen based on:

Less frequent collocations (opt for, immerse in, adheres to) that may not yet be internalized at B2.

Words that are likely semi-transparent but need clarification to ensure comprehension (brisk, thought-provoking).

Preference for contextual, concise definitions using vocabulary at or below the learner’s level.

This approach builds lexical awareness, promotes autonomous reading strategies, and supports incidental vocabulary acquisition through rich context.

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In deciding what to gloss, I chose words or phrases that might be difficult due to their abstract or metaphorical nature. The glosses are explanatory, aiming to clarify the meaning within the context of the sentence.

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For this task, I selected a short excerpt from "Mumbai’s Models of Service Excellence" by Stefan Thomke. The purpose was to support second-language learners by adding glosses for vocabulary that might hinder comprehension.

I chose to gloss words that are either low-frequency, abstract, or contextually rich—terms like "battered", "deluged", "strand(ed)", "resilience", and "gritty"—because they are essential for understanding the text but may not be familiar to learners. The glosses provide short, accessible definitions in simple English, placed in the side margin to aid comprehension without interrupting the reading flow.

The aim was to strike a balance between supporting understanding and maintaining the integrity of the reading task

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I chose this because it provides with a good warming up task at pre-reading phase and activates students’ schemata.

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I chose these words for glossing because I want to teach those words to help them better comprehend the text.

For glossing, I made them underlined, bold, and italic.

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A tiny, fluffy kitten was wandering (walking around without a specific direction) in the park. It was all alone and looked very scared (feeling fear). The kitten meowed (the sound a cat makes) sadly, hoping its mother would hear. A kind girl saw the small creature and felt pity (a feeling of sadness and sympathy for someone who is suffering). She gently picked up (lifted) the kitten and held it close. The kitten purred (a soft, vibrating sound a cat makes when happy or content) softly in her arms. The girl decided to take it home and give it some warm milk. She knew she would take good care (the act of looking after someone or something) of the little lost kitten.

Glosses:

wandering: walking around without a specific direction

scared: feeling fear

meowed: the sound a cat makes

pity: a feeling of sadness and sympathy for someone who is suffering

picked up: lifted

purred: a soft, vibrating sound a cat makes when happy or content

care: the act of looking after someone or something

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This text is based on the inspiring story of The Cat Man of Aleppo, which students often enjoy. I glossed key content words that are central to the story but might be unfamiliar to A1-level learners. These include place names (Aleppo), emotional or descriptive vocabulary (scared, hungry), and key nouns (war, shelter).

The glosses use simple English, avoiding translation and supporting meaning-focused reading while building vocabulary.

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decline (a gradual loss of mental abilities) 

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decline (a gradual loss of mental abilities) 

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I would like to share the story of "The Lion and the Mouse."

In terms of words to highlight, I'd consider "prey", "amused and "even" as a starting point for glossing!

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Here, I chose the words "underground", "den" and "kits" and glossed them. Because other words are familiar for students.

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Match each word or phrase with its meaning.
Write the correct letter next to each number.

___ obscured

___ orbit

___ littered

___ compete with

___ dazzling

___ mistaken for

___ tragedy

___ launched

___ decades

___ connectivity

___ remotest

___ rural areas

Meanings:

A. Thought to be something else by accident
B. Very bright and hard to look at
C. Filled or covered with many things in a messy way
D. A very sad or serious event
E. Sent into space
F. The farthest or most distant
G. The path something takes around a planet or star
H. Try to win or get more attention than something else
I. Hidden or made unclear
J. The ability to connect to the Internet or a network
K. Places in the countryside, not in cities
L. Periods of 10 years

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I'd use this text to practice reading in the unit of jobs and occupations in 8th graders in my country. The words I'd use in a gloss would be: flight attendant, comfortable, duties, tiring, adviced, concerned.

The reason for choosing those words, is because we would be using them later to describe jobs and how they make us feel.

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Example of short text for 10 grade students

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These would be key words to understand the context of the text

Sergio vega

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As per the discussion in the video on the importance of pre-teaching vocabulary, and how to do so effectively, I chose a few paragraphs from the first Chapter of a Social Studies book that is taught to adult students in GED/Para-educator/Citizenship classes whose L1 isn't English. Thus while keeping in mind the principles of choosing to pre-teach rich and frequently recurring words, I also chose few words that might be unfamiliar to non-native English speakers to keep their focus on meaning & form rather than word meanings only.

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Lily wandered into the enchanted forest, where the trees whispered secrets in the wind. She followed a narrow path until she discovered a magnificent castle covered in shimmering ivy. As she stepped closer, a tiny gnome with a long, silver beard appeared. "Welcome, traveler!" he said with a mischievous grin. "You must solve a riddle before entering the castle!" Lily felt a mix of excitement and curiosity—what magical secrets could be hidden inside?

Glosses

Enchanted (adj.) – magical or full of wonder.

Magnificent (adj.) – very beautiful and impressive.

Gnome (n.) – a small, imaginary creature in fairy tales, often with a beard and a pointed hat.

Mischievous (adj.) – playful in a slightly naughty or tricky way.

Excitement (n.) – a feeling of happiness and eagerness.

Curiosity (n.) – a strong desire to learn or discover something new.

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For Glossing task I have chosen the text "Dangerous Schools", with unfamiliar words. Initially, students need to highlight the adjectives with opposite meanings. Then,they try to find the adjectives with close meanings. I am convinced that this approach will foster students' engagement in readings.

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I selected these two words because students may be curious about their meanings. They are familiar with the word "see" but not "visit." I also aimed to emphasize the word "city" so they can better understand what a city is and practice saying the name of the city they reside in.

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Glossed Text: The Origins of Superstitions

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Glossed Text: The Origins of Superstitions

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Many superstitions (beliefs that certain actions bring good or bad luck) have been passed down through generations. One example is the idea that breaking a mirror (a reflective glass surface) brings seven years of bad luck. This belief comes from the ancient Romans, who thought that a person’s soul (spiritual part of a human) was reflected in a mirror. If the mirror was broken, the soul was damaged.

Another well-known superstition involves walking under a ladder (a structure used for climbing). This is considered unlucky because, in the past, ladders were associated with gallows (a wooden frame used for executions), and walking under one was thought to bring misfortune.

Despite their lack of scientific evidence (proof based on experiments and facts), superstitions continue to influence people's behavior around the world.

Rationale for Glossing Choices

1. Target Vocabulary Selection

Focused on content words that are likely unfamiliar but important for comprehension.

Chose words central to the topic (superstitions, mirror, soul, gallows).

Included idiomatic expressions (e.g., “walking under a ladder”).

2. Type of Glosses Used

L2 Definitions: To promote incidental vocabulary learning.

Synonyms/Paraphrases: To make meanings clear within the context.

Cultural References: Some words (e.g., “gallows”) need historical or cultural context.

Multimedia (if digital): Could add images for "mirror" or "ladder" in an interactive version.

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Text:
"The sun was setting behind the hills, casting long shadows over the quiet village. A cool breeze rustled the leaves, and the distant sound of an owl hooting signaled the arrival of night."

Glosses:

setting – going down, disappearing below the horizon

casting – creating or making (in this case, shadows)

rustled – made a soft, whispering sound by moving slightly

hooting – the sound an owl makes

signaled – indicated or showed something was happening

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When and how to use the glosses

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This text is taken from an English textbook (Pathway to English for SMA/MA Grade XI p.61, Th.M.Sudarwati & Eudia Grace. Penerbit Erlangga). I chose this text because my students are learning exposition text at the moment. I chose to gloss words that will help my students comprehend the text.

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This is an example of a short narrative text I might use with intermediate-level students, along with glosses for selected vocabulary items. I chose to gloss words that are both crucial for setting the scene and likely to be unfamiliar or used in a nuanced way. My selection criteria focused on:

Key Descriptive Language: The chosen terms contribute significantly to establishing the text’s imagery and setting.

Lexical Rarity and Nuance: The items are likely to be unfamiliar or used in a nuanced manner that may challenge students’ existing vocabulary.

Contextual Importance: Terms that are essential for full comprehension of the text.

Glossed Text

Under the starlit sky, Emma pitched¹ her tent near a babbling² brook in the heart of the forest. The crisp³ air carried the aroma⁴ of pine and campfire⁵ smoke, creating an inviting atmosphere for an evening of adventure and camaraderie⁶. As the fire crackled⁷ and the night deepened, the group shared tales of past escapades⁸ and enjoyed hearty laughter, forging bonds that would last a lifetime.

Glossary

1. pitched – set up or erected (typically referring to a tent)

2. babbling – producing a continuous murmuring sound, as water does in a brook

3. crisp – cool, fresh, and pleasantly sharp in quality

4. aroma – a distinctive, often pleasant smell

5. campfire – a fire built outdoors for warmth, cooking, or socializing

6. camaraderie – mutual trust and friendship among a group of people

7. crackled – emitted a series of short, sharp sounds (as fire does when burning)

8. escapades – adventurous or daring undertakings or experiences

Rationale for Glossing Choices and Types

Selection of Items:
In this excerpt, I focused on key adjectives and verbs (e.g., pitched, babbling, crisp, aroma, campfire, camaraderie, crackled, escapades) that not only contribute to the atmospheric quality of the narrative but may also present challenges due to their infrequent usage or figurative nuances. These lexical choices are central to understanding both the mood and the descriptive detail of the text.

Type of Glosses:

Inline Numbered Glosses: By embedding numbered markers directly into the text, students can immediately recognize and flag vocabulary that might require further explanation, ensuring minimal disruption to the reading process.

Glossary List: The accompanying numbered list at the end offers a structured and accessible reference, allowing students to review and reinforce their understanding of the targeted vocabulary at their own pace.

This dual-layered approach, integrating inline support with a comprehensive glossary, ensures that learners can maintain the flow of reading while also acquiring a clear understanding of essential vocabulary, thereby enhancing both comprehension and language acquisition in a contextualized manner.

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A day in the life of - OWN IT Series Coursebook

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A day in the life of - OWN IT Series Coursebook

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I chose this text because it's from the course series we work with on my school.

The words I would gloss are:

go out, go to school, hang out, chat online, listen to music, swim, play an instrument, sing, cook, have dinner. And I would choose the multimedia glossing, where I could have a short definition and a sample sentence.

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I chose these words because they are new and I also believed they are key to helping student improve comprehension. I didn't add the meaning because I would like them to guess and develop mental effort for word acquisition

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pay off a debt /det/

I need to pay off all my debts.

I need to pay back the money I borrowed from my friends.

twist a piece of wire /ˈwaɪə(r)/

a pin (an image)

a safety pin (an image)

a paperclip (an image)

In 1849, Walter Hunt, an inventor from New York, was trying to find a way to pay off a $15 debt. He was sitting at his desk, thinking, and twisting a piece of wire. He discovered he had made a pin with a special part that kept it closed. It was safer than the ordinary pins people used then, so he called it the "safety pin." A few weeks later, he sold the rights to his invention for $400.

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Gloss words

1.major (adj)-of greater importance or stature or rank

2.feature-a prominent aspect of something or the characteristic parts of something.

3.aim-propose or intend or specifically design sth.

Expanantion:

The glossing words are high-frequent and vital, they not only exist in the reading part,but also other exercises,so it's necessary to know them.

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Exploring the Moon

The moon is Earth's closest neighbor in space. It is a huge ball of rock that orbits around our planet. At night, the moon looks bright because it reflects light from the sun. The moon has many craters caused by rocks crashing into it. People have visited the moon, and astronauts brought back samples of moon rocks to study.

Glosses

1. Neighbor: Someone or something that is close by.

2. Orbits: Moves around something in a circular path.

3. Craters: Large, round holes on a surface.

4. Samples: Small parts taken to show what the whole is like.

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I chose this short text, because it’s really simple text, especially for beginner EFL learners, and the words in glossary are very clear and suitable for pre-reading activity.

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A text from face2face Advance Students' Book (Cambridge)

I've selected these words from the text because they are not very common in students' daily vocabulary or the academic context.

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"The internet has revolutionized (transformed completely) communication, enabling (making possible) people to interact (communicate) with others across the globe (around the world) in real time (immediately). With the advent of (arrival of) social media platforms (websites/apps like Facebook, Instagram), staying in touch (maintaining communication) has never been easier. However, concerns (worries) about privacy (the right to keep personal information secret) and the impact (effect) of online interactions (exchanges on the internet) on mental health (emotional and psychological well-being) have also emerged (appeared)."

Explanation:

For this activity, I focused on glossing words and phrases that may be difficult for intermediate learners. I chose to gloss:

Content words that might be less familiar, such as "revolutionized," "enabling," and "advent."

Concepts related to internet and technology that students may not encounter often in their everyday English use, like "social media platforms" and "mental health."

Collocations or expressions that are commonly used in the context of digital communication, such as "staying in touch" and "real time."

For the glosses, I used definitions and simpler synonyms that clarify the meaning without deviating too much from the text. This approach is aimed at improving comprehension while allowing students to learn new vocabulary in context.

This activity would work well for vocabulary development and contextual understanding, particularly for students learning about the modern digital world.

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Explanation:

How I chose items to gloss:

• I focused on words essential for understanding the main ideas, particularly those related to camels and their environment.

• I included terms like transport and survival as they connect to the role of camels in UAE history and culture, making the text more relevant.

Type of glosses used:

• Simple, age-appropriate definitions that focus on the specific context.

• Words that might be tricky for ELL students, especially abstract or technical terms.

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The Impact of Deforestation on Biodiversity

Deforestation (the removal of forests, often for agriculture or urban development) has become a critical issue in recent decades. It not only leads to the loss of trees but also disrupts ecosystems (complex networks of plants, animals, and microorganisms interacting in their environment). For example, tropical rainforests, which are known for their unparalleled biodiversity (variety of plant and animal life), have seen drastic declines in both flora (plants) and fauna (animals).

This loss of biodiversity affects ecosystem services (benefits provided by ecosystems, such as clean air, water, and pollination) that humans rely on. Additionally, deforestation contributes to climate change (long-term changes in global or regional weather patterns) by increasing carbon dioxide levels in the atmosphere.

Glosses:

Deforestation: The removal of forests, often for agriculture or urban development.

Ecosystem: A complex network of plants, animals, and microorganisms interacting in their environment.

Biodiversity: Variety of plant and animal life.

Flora: Plants.

Fauna: Animals.

Ecosystem services: Benefits provided by ecosystems, such as clean air, water, and pollination.

Climate change: Long-term changes in global or regional weather patterns.

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Glosses:

Autumn: The season between summer and winter; also known as fall.

Chemical change: A change that results in the formation of new substances.

Meteor shower: A natural event where many meteors (small space rocks) appear to fall from the sky.

Pebble-size debris: Small pieces of rock or material that break off from a larger body.

Equinox: The time when day and night are approximately equal in length, happening twice a year.

Hollow: A space inside something, like a tree or a container.

Explanation of Choices:

1. Selection: I chose words that are key to understanding the content and are more likely to be unfamiliar to younger students, such as "chemical change," "meteor shower," and "equinox."

2. Type of Glosses: These glosses include simple definitions and explanations to aid in comprehension. I avoided overly technical language and kept definitions clear and concise to make them accessible to children aged 8-13.

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I have chosen this text from the Bible for my students to read. However, I have glossed the words "burden, permit, and Godly." For my students. My students don't know these particular words and might get confused unless I explain so they can understand the text.

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Reading is an enjoyable (fun or pleasant) activity that helps people learn new things and improve their language skills (abilities in using words and language). When we read books, newspapers, or magazines, we are exposed (introduced or shown) to new words and ideas. This helps us expand (make bigger or increase) our vocabulary (the words we know) and comprehension (the ability to understand what we read). Some people like to read fiction (stories that are made up or not real), while others prefer non-fiction (real stories or information about the world). No matter what type of reading we choose, it is a great way to relax (feel calm) and improve our minds (make ourselves smarter or better at thinking).

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Glossy Text: Brushed vs. Unbrushed Teeth Experiment

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Glossy Text: Brushed vs. Unbrushed Teeth Experiment

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Text:

"We'll use potatoes to learn about brushed and unbrushed teeth. First, we cut the potato into two parts. One part will be brushed with toothpaste, and the other will be left unbrushed. After a few days, observe how each area changes -- the unbrushed areas may turn brown and soft with bacteria, while the brushed areas will remain clean. This shows why brushing your teeth is so important."

Shining:

1. Potato: A starchy vegetable that grows underground. 2. Cleaning: cleaning with a toothbrush and toothpaste. 3. Uncleaned: Not cleaned with a toothbrush or toothpaste. 4. Observe: Look closely at something to learn more. 5. Germs: tiny organisms that can cause an illness or get things getting into things. Gloss Judgment Explanation

• Key Concept: Gloss words like brushed, unbrushed, and sprouts are essential to understanding the comparison of the two parts of the potato.

• Potentially Unfamiliar Words: Words like “observe” may be new to young learners, but are essential to the scientific experiment process. • Specific words with examples: Terms such as 'potato' are explained to provide clarity for younger or international students using simple definitions.

Type of explanation

I have used simple, child-friendly definitions to make the vocabulary accessible. Glosses also include contextual connections, helping students connect words to experiences.The use of visual aids and real objects (such as displaying potatoes and toothbrushes) can further enhance this activity.

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I find words that may be difficult for readers with a IELTS level 6.0. (using AI).

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A simple article about science and biology which is quite interesting for students. Some unknown words are highlighted so that they can self-study and self-search some of these words and names to better understand scientific vocabulary.

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Portuguese text with a couple of words explained. These have been used to promote exercises with synonyms, lenght of words (syllables and accents) and to create sentences where those words can be used, in other contexts.

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I've loved reading Kate Chopin short stories and the story of an hour is absolutely well-written.

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I chose everyday but often forgotten, words plus one useful collocation.

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Happy day!

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Plastic pollution and its impact on Marine ecosystems

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Plastic pollution and its impact on Marine ecosystems

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Plastic pollution has become a major threat (danger, risk) to marine ecosystems. Every year, millions of tons of plastic debris (scattered pieces, waste) end up in the oceans, posing serious risks to sea animals. For instance, turtles often mistake plastic bags for jellyfish, which can lead to ingestion (the act of swallowing or taking in). This can cause blockages in their digestive systems and ultimately lead to fatalities (deaths).

Microplastics, tiny pieces of plastic smaller than 5 millimeters, are also a significant concern. These particles are often ingested (consumed) by small marine organisms, entering the food chain and affecting larger animals, including humans who consume seafood. Efforts to mitigate (reduce, lessen) plastic pollution include reducing single-use plastics, increasing recycling efforts, and raising public awareness about the issue.

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I'd like them to use glosses in texts of complexity, such as news. (I used it on a different task).

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I'd like them to use glosses in texts of complexity, such as news. (I used it on a different task).

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A text from Global Perspectives coursebook.

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I've selected these 4 key terms from the text which can help student to comprehend the entire meaning of the text.

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I chose 2 words that are important to the understanding of the text. Aimed at 10-year-old L2 learners, I provided an easy-to-understand definition plus some synonyms.

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The gloss format was chosen to provide a concise and informative summary of the key points from the text. It allows for easy reference to specific details while maintaining readability. By using bolding, I emphasize important terms and concepts, making the glossed content stand out. Overall, this format ensures clarity and accessibility for the reader.

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I chose to put these words in the glossary since they might be unfamiliar to the learners.